Abstract
The main purpose of this research is to investigate the metacognitive skills of students from class 10th in Bantul and to analyze the comparison between them based on their gender. The method of this research is quantitative descriptive. A questionnaire was used to collect data. The questionnaire was applied in four classes in order to collect data and independent T-test was used to analyze them, the findings proved that generally both male and female use their metacognitive skills in learning. In addition, there are no significant differences between male and female students in metacognitive skills especially in the following domains: knowledge about cognition. The results are discussed in relation and compared with previous researches to show gender differences in chemistry learning and opens the door for future research and educational practice. It is recommended to conduct further research related to gender differences in metacognitive skills using a bigger sample.
Highlights
: 2019-06-30 skills of students from class 10th in Bantul and to analyze the Accepted : 2019-09-03 comparison between them base on their gender
There was low standard deviation in male students with value 19.740 and female 17.652 and standard deviation difference is quite less between male and female students meaning there is no significant difference between male and female metacognitive skills
Conditional knowledge 0.953>0.05 showed there is no significant difference between male and female metacognitive skills regarding to conditional knowledge aspect
Summary
: 2019-06-30 skills of students from class 10th in Bantul and to analyze the Accepted : 2019-09-03 comparison between them base on their gender. The questionnaire was applied in four classes in order to chemical bonding, gender, metacognitive skills collect data and independent T-test was used to analyze them, the findings proved that generally both male and females use their metacognitive skills in learning. There are no significant differences between male and female students in metacognitive skills especially in the following domains: knowledge about cognition. The results are discussed in relation and compared with previous researches to show gender differences in chemistry learning and opens the door for future research and educational practice. It is recommended to conduct further research related to gender differences in metacognitive skills using a bigger population. Gender is male or divided into two categories: 1) knowledge is female, that includes the construction of cognition which means knowledge of thinking identities, behaviors, expectations and power and 2) regulation of cognition (Flavell, 1979), relationships that derive from social interactions where knowledge of cognition means the ability (-Uva, Nom, Onyeka, & Jummai, 2008)
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